Emotional challenges of adult learners in higher education

Kasworm, Carol E.

doi:10.1002/ace.313

Cited by 81 publications

(82 citation statements)

References 7 publications

(8 reference statements)

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“…Under normal circumstances these changes need time to stabilise, to recreate their adjusted-identity and adapt to their new "environment" or contexts. From these the most important are the adjustments related with work motives (Davies & Williams, 2001;Kasworm, 2003) and/or to a lesser extent the thirst for knowledge (Kasworm, 2008). However, these motivations are being 'challenged' by difficulties amplified in recent years by the deep economic recession in Portugal, as in other countries of Southern Europe.…”

Section: Obstacles Faced By Ms23 and Consequences For Attending Hementioning

confidence: 99%

Academic success of mature students in higher education: a Portuguese case study

Santos

Bago

Baptista

et al. 2016

RELA

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Section: Obstacles Faced By Ms23 and Consequences For Attending Hementioning

confidence: 99%

Academic success of mature students in higher education: a Portuguese case study

Santos

Bago

Baptista

et al. 2016

RELA

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“…However, studies have confirmed the significance of emotion in learning and the necessity for HEIs to recognise its influence and role within the learning context (Cartney & Rouse, 2006;Kasworm, 2008;Storrs, 2012) and for lecturers to respond fittingly to students' emotions (Storrs, 2012;Varlander, 2008).…”

Section:  "And Even If You Know That You're Going To Encourage Themmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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“…Dominant frameworks for past research on student involvement and role identity have not taken into account the complexity of maturation and identities shaped by life experiences of adult learners (Kasworm, 2003;Kasworm, Polson, & Fishback, 2002). According to Jones and McEwen (2000), although past research has often considered differences according to gender, age, or other social conditions, models for intersecting social identities have not been frequently researched or tested.…”

Section: Related Literaturementioning

confidence: 99%

Complex perceptions of identity: the experiences of student combat veterans in community college

Hammond

2015

Community College Journal of Research and Practice

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Emotional challenges of adult learners in higher education

Abstract: Through acts of hope, adults face four challenges of emotion in their pursuits of collegiate learning.

Cited by 81 publications

References 7 publications

Academic success of mature students in higher education: a Portuguese case study

Academic success of mature students in higher education: a Portuguese case study

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Complex perceptions of identity: the experiences of student combat veterans in community college

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